58 



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THE PROGRESS SYSTEM 

FOR USE IN PUBLIC SCHOOLS 



BY 
MARIAN {CATHERINE BROWN 

69 Aldrich Street, Roslindale, Mass. 



The Progress System aims to introduce into the 
schools such an atmosphere that the information 
given the mind may result in the finest possible 
formation of character. 



Twenty cents, at 

THE J. L. HAMMETT CO. 

250 Devonshire Street 

Boston, Mass. 






1911 
Marian Katherine Brown 



CCU278882 



What is said of 

THE PROGRESS SYSTEM 

A Professor of Ethics, Harvard University. I have 
read the outline of the Progress System of Moral 
Training and it seems to me there are great possi- 
bilities in its use. The results ought to be in keep- 
ing with this splendid plan.— Horatio Dresser. 

The Principal of the Boston Normal School. I feel 
that this plan should be of definite value. The 
material is excellent and the general line of appeal 
seems to me to be one that would stimulate the 
children.— Wallace C. Boyden. 

A High School Teacher. The selections in the 
Progress System are in my opinion excellently 
adapted to secure in schools the control of thought 
and action so necessary for success in life. Ex- 
perience in the use of quotations daily by High 
School pupils shows me that the scholars enjoy 
the exercise, that they make a lasting impression 
and provide a fund for use in after years. The 
Progress System is practical and workable in the 
High School. It stimulates the pupils to be on 
the lookout for the Progress Qualities and to no- 
tice how they co-operate to bring results. I am 
using the system with much satisfaction in my 
schoolroom. — Frank E. La key, English High 
School. 

A Visitor. I have seen Miss Brown at work in the 
class room, and was surprised to see how readily 
her system correlated with the regular school work. 
The ready co-operation of the teachers in both the 
upper and lower grades was noticeable. It is the 
first practical system in ethical training that I have 
seen applied in the primary grades of our public 
schools.— Alfred E. Burton, Dean of the Mass. 
Institute of Technology. 

A Third Grade Teacher. I am using the Progress 
System with my class and find it thoroughly practi- 
cal. It interests the children, and they respond 
to it readily. It has a splendid effect upon their 
conduct and their work. — L. L. Brown. 

A Member of the State Board of Education. The 

Progress System seems to be admirably adapted 
as a basis for concrete ethical training of chil- 
dren. In the hands of a wise teacher it should 
interest, stimulate, and guide to right conduct.— 
Geo. H. Martin. 



PURPOSE 

RIGHT THINKING 

QRIGINALITY 

QOOD JUDGMENT 

RESOLUTENESS 

J^NERGY 

§ELF-CONTROL 

gELF-CONFIDENCE 



REGULATIONS REGARDING 

MORAL TRAINING IN PUBLIC 

SCHOOLS 

Opening Exercises 

Sixty minutes a week for the first three grades, 30 
minutes a week for the remaining grades. 

Note i. — Teachers are directed to give in- 
struction for a few minutes in good manners and 
good morals at the opening of school in the morn- 
ing and at other favorable opportunities. In 
giving this instruction, teachers should keep 
strictly within the bounds of manners and morals, 
and thus avoid all occasions for treating of or al- 
luding to sectarian subjects. 

Note 2. — . . . "All preceptors and teachers 
of academies, and all other instructors of youth 
shall exert their best endeavors to impress on the 
minds of children and youth committed to their 
care and instruction the principles of piety and 
justice, and a sacred regard for truth, love of their 
country, humanity, and universal benevolence, so- 
briety, industry, and frugality, chastity, modera^ 
tion, and temperance, and those other virtues 
which are the ornament of human society, and the 
basis upon which a republican constitution is 
founded; and they shall endeavor to lead their 
pupils, as their ages and capacities will admit, 
into a clear understanding of the tendency of the 
above-mentioned virtues to preserve and perfect a 
republican constitution and secure the blessings 
of liberty as well as to promote *their future happi- 
ness, and also to point out to them the evil tendency 
of the opposite vices." — Revised Laws of the State 
of Massachusetts, Chapter 42, Section 18. 

Note 3. — " In all intercourse with the pupils 
they (the teachers) shall strive to impress on their 
minds, both hy precept and example, the principles 
of morality, truth, justice, and patriotism, and to 
train them up to a true comprehension of the 
rights, duties, and dignities of American citizen- 
ship, and the avoidance of falsehood, idleness, and 
profanity." — Regulations of the Public Schools of 
the City of Boston, Section 225. 

5 



KEYNOTES* 

Purpose 

A definite aim and plan of work. 
A definite ideal of character. 

Right Thinking 

Helpful influence of cheerfulness, confi- 
dence and good-will. 
Harmful influence of their opposites. 

Originality 

«SV ^-development. 

Each one has his own work. 

Good Judgment 

Adaptation of means to an end. 

Resoluti: 

Difficulties in every path. 

They call out our strongest qualities. 

Energy 

The storing up of energy. 
The right use of ener 

Self-control 

Control of our own thoughts and habits. 
Control of the effect of outward influ- 
ences upon us. 

Self-confidence 

Downward tendency of failure-thoughts. 
Upward tendency of success-thoughts. 



* The virtues specified in the regulations regarding moral train- 
ing are instances of the general principles here stati 

6 



FOREWORD 

By Henry Van Dyke. 
We are not at rest ; we are on a journey. Our 
life is a steady, ceaseless progress toward an un- 
seen goal. 

What is the haven toward which you are 
making ? What is the end of life toward 
which you are drifting or steering? Before we 
make up our minds how to steer from day to day, 
we must know where we. are going in the long run. 
Then we can shape our course to fit our purpose. 
We can change our direction to avoid obstacles 
and dangers. If we keep the thought of our de- 
sired haven clearly before us, all the other points 
can be more easily and wisely settled. 

We ought to know what it is that we really 
want to do in the world. No ship that sails 
the sea is as free to make for her port as you are 
to seek the haven that your inmost soul desires. 
There are really only four great practical ends 
for which men and women can work in this world, — 
Pleasure, Wealth, Fame, and Usefulness. We 
owe it to ourselves to consider them carefully, and 
to make up our minds which is to be our chief 
object in life. 

The man who chooses Pleasure as the object ot 
his life has no realliaven, but is like a boat that 
beats up and down and, drifts to and fro, merely to 
feel the motion of the waves and the impulse of 
the wind. When the voyage of life is done he has 
reached no port, he has accomplished nothing. 

To desire and strive to be of some service to the 
world, to aim at doing something which shall really 
increase the happiness and welfare and virtue of 
mankind— this is a choice which is possible for all 
of us: and surelv it is a good haven to sail for. 
To do some work that is needed, and to do it 
thoroughly well ; to make our toil count for some- 
thing in adding to the sum total of what is actually 
profitable to humanity ; to make our example count 
' for something on the side of honesty and cheerful- 
ness and courage and good faith and love— there 
is nothing beyond this, because there can be no 
higher practical result of effort. It is the trans- 
lation of the true divine purpose of all the work 
and labor that is done beneath the sun, into one 
universal word : Usefulness. To have this for the 
chief aim in life ennobles and dignifies all that it 
touches. 

Selected from "Ships and Havens." I T. Y. 

dwell & Co., 1897. Used in this form I n of the 

author. 



p 

R 


G 
R 
E 

S 
S 



PROGRESS PRINCIPLES 

URPOSE. Plan your work and work your 
plans. That is the way to put the most 
into life and to get the most out of it. 



IGHT THINKING. Change all thoughts 
of unhappiness, ill-will, and failure into 
their opposites. Thoughts of happiness, 
good-will, and success help to keep the ma- 
chinery of mind and body in good working 
order. 

RIGINALITY. Use your own brain to 
think out your own problems in life. The 
force that will work your plans is stored up 
inside you — not in someone else. 

OOD JUDGMENT. Makeup your mind at 
every fork of the road of Life, which way 
leads most directly toward what you want 
to do and be. To keep in mind a definite 
goal and direct all your actions accordingly 
is the law of progress. 



ESOLUTENESS. Stick to your plans in 
spite of difficulties. The power to do things 
comes through overcoming difficulties. 



NERGY. Develop your working-power to 
the highest possible point. Only by using 
your powers can you make the most of your 
chance at life. 



ELF-CONTROL. Form the habit of doing 
the thing you know is best. Self-control 
becomes easier and easier the more it is 
exercised. 



ELF-CONFIDENCE. Believe in your own 
ability to carry out your plans. " He can 
who thinks he can." 



THE PROGRESS SYSTEM 
OF MORAL TRAINING 

Some teachers of fifth and sixth grades may prefer 
the plan on page 17. 

Grades V— VIII 

Introductory Talk. Ask the pupils for 

examples of progress in methods of work and 
means of communication. Ask them to tell 
what their fathers have to make life easier 
and happier and better that their great grand- 
fathers did not have. Call their attention to 
the more recent movements for the advance- 
ment of the public welfare. Speak of the 
opportunities for education and progress 
which America offers. In the midst of all 
these opportunities for progress we find three 
kinds of people : those that have to be pulled 
along by some one else, like the boat that 
has to be tugged ; those that depend upon 
encouragement and praise, but without these 
favorable winds accomplish nothing, like the 
sailboat ; and those who like the steamboat, 
having the go-power within themselves, 
make steady progress toward a distant goal 
in spite of rough seas and unfavorable winds. 
From the equipment of the steamboat lead up 
to the equipment necessary for a progressive 
life. Introduce the Progress acrostic. Teach 
the Progress Principles given on page 8. 
9 



Quotations. Read each morning one 
quotation from the collection prepared for 
this purpose.* Call attention to these quo- 
tations at times when some incident occurs 
upon which they bear. In the seventh and 
eighth grades the pupils make notebooks 
into which they copy these quotations, ar- 
ranging them under the appropriate word 
of the acrostic. Have them memorize 
several of the quotations under each topic. 
The copying and learning of these may be 
done before the opening exercises begin or 
at odd moments during the day. 

Methods of Impressing the Acrostic. 

Let some pupil tell what Progress quality 
shall be the chief one for the day. Print 
it on the blackboard in large letters. En- 
courage the pupils who try to show this 
quality by noticing their efforts. 

Keep the acrostic on the board and from 
time to time let the pupils place the names 
of historical and present-day examples of 
these qualities beside the appropriate word. 
Have each pupil write a composition on some 
historical character as an example of one of 
the Progress qualities. Later let them write 
on prominent characters of the present 
day who illustrate originality, energy, self- 
confidence, and so forth. In the fifth and 
sixth grades oral discussions of these topics 
may take the place of written lessons. Let 

>e p. 23 and note. 



the pupils tell who is the best example of 
each quality in their own town, and finally in 
their own school. Encourage. them to trace 
success and failure to the presence or absence 
of one or more of the Progress qualities. 

Co-ordination of the Progress Quali- 
ties. Let the class see how many combina- 
tions of two each they can make from the 
words of the acrostic. The following are 
the most significant : purpose and originality ; 
purpose and good-judgment ; purpose and 
resoluteness ; purpose and self-confidence ; 
purpose and self-control ; good-judgment and 
self-control ; purpose and energy ; resolute- 
ness and self-control ; resoluteness and self- 
confidence ; right-thinking and self-control. 
Illustrate what the combinations mean by 
saying : " We combine purpose and resolute- 
ness when we stick to our plans in spite of 
difficulties. We combine good-judgment and 
self-control when we do what we know is 
best. We combine purpose and self-confi- 
dence when we believe we can carry out our 
plans." Then have the pupils work out the 
meaning of the other combinations given 
above in the same way.* Impress the im- 
portance of the co-ordination of the Progress 
qualities, using the co-ordination of the parts 
of an engine or machine of any kind as an 
illustration. 



*Tell the children to keep in mind the Progress Principles 
given on p. S while they are working on these combinations. 



Let the pupils tell how having a purpose helps 
to develop each quality in the first group, how 
right thinking influences each quality in the sec- 
ond, and so on. The " Progress Quotations " will 
help in this. Have the pupils point according to 
the suggestions on p. 20, paragraph 2 (substituting 
these qualities), and respond with the appropriate 
Progress Principles, noting the effect of one 
quality upon the other. 



PURPOSE 



RIGHT THINKING 



ORIGINALITY 



GOOD JUDGME 



RESOLl"] 



ENERGY 



SELF-CONTROL 



f Good judgment 
J Energy 
I Self-control 
[_ Self-confidence 
f Purpose 
J Energy 
] Self-control 
t Self-confidence 

f Purpose 

J Good judgment 

1 Energy 

t Self-confidence 

C Purpose 

I Energy 

} Self-control 

(^ Self-confidence 

f Purpose 

I Right thinking 

ergy 
I Self-control 
L Self-confidence 

f Purpose 
-l Resoluteness 
I Self-confidence 

f Purpose 
I Right thinking 
J Good judgment 
1 Resoluteness 

Energy 
I Self-confidence 



SELF-CONFIDENCE 



Purpose 
Originality 

judgment 
Resoluteness 
Energy 



Special Lesson on Right Thinking. 

Write on the board a column of adjectives 
like the following : agreeable, jealous, happy, 
mean, discontented, jolly, good-tempered, 
sullen, sweet-spirited, " blue," selfish, dis- 
agreeable, generous, ill-tempered, irritable, 
cheerful. In making the list choose adjec- 
tives that touch most closely the conduct of 
the pupils. Have them copy the words in 
two columns, at the left those that describe 
the kind of people they like, and at the right 
in pencil those that describe the kind of people 
they do not like. Ask some pupil to read 
his list, putting into his voice the quality in- 
dicated by the adjectives. Note the dif- 
ference in feeling produced by the two sets 
of words. Impress the fact that we become 
like what we think about the most. Every 
time we think of the qualities expressed by 
the adjectives in the right-hand column we, 
to a certain extent, enter into the feeling it 
indicates. Therefore the less we think about 
them the better. Impress the thought that 
we are always creating around us the atmos- 
phere suggested either by words in the first 
or second column. For the development of 
these ideas, see " Progress Quotations." 

Have the pupils copy the first column into 
the back of their notebooks, adding new ad- 
jectives from time to time as they hear them 
or notice them in their reading. Encourage 
them to show the right quality instead of 
trying to drive out its opposite. 
13 



BLACKBOARD ILLUSTRATION 



AS A MAN THINKETH 
IN HIS HEART SO IS HE 



CONFIDENCE 
Determination 

Good thoughts 

Hopefulness 

Cheerfulness *"'*" by 

unseen degrees, 
A s brooks make rivers, rivers run to seas, 



GOOD WILL 
Good temper 
Kindness 
Helpfulness 



HEALTH HAPPINESS 

SUCCESS 



III thoughts 



FEAR 
Regret 
Worry 
Discouragement 

unseen degrees, 
A s brooks make rivers, rivers run to seas 



ILL WILL 
Bad temper 



Unkindness 
Anger 



DISEASE UNHAPPINESS 

FAILURE 



Note. Call the attention of the pupils to the 
following expressions which seem to indicate the 
idea of an upper and lower level of inner life : He 
is a person of high character. He has risen to the 
heights of success. He is looked up to. He is 
above meanness or ill-wiH. 



School Work Helps to Develop the 

Progress Qualities. Lose no opportunity 
to impress this. Call attention to ways in 
which the different lessons and phases of 
school life call out each quality. At the end 
of the year, when discussion of this subject 
has made them sufficiently familiar with it, 
have the pupils write compositions on " How 
School Helps to Develop the Progress Quali- 
ties." 

Ask each pupil to write a list of ten occu- 
pations, placing a star beside the one he would 
like best to follow. This gives the teacher 
a clue to the dominant interest of the pupil. 

Suggestions for Drawing- Lessons. 

Have the pupils print the acrostic with 
colored initial letters on drawing paper. Let 
those who print the best ones mount them 
on stiff cards. Let each pupil print his 
favorite Progress quotation. The drawing 
teacher will probably be glad to superintend 
this. 



'5 



The Ship for Me 

Of all the ships that sail Life's sea, 
I'll tell you the kind I'm going to be. 

Not one that has to be tugged along,— 
With such a person there's something wrong. 

Not even a boat that the breezes blow : 

Depend wholly on help and your progress is slow. 

Of all the ships that sail Life's sea, 
I'll tell you the only kind for me. 

I'll be a steamboat, strong and staunch, 
Out on the sea I'll not fear to launch, 

Propelled by the power that is inside, 

My conscience the compass, my course to guide. 

I am the captain, my powers the crew, 
Whatever I order, they will do. 

Winds shall not blow my ship astray, 

With firm hand on the rudder I'll guide the way. 

And where is the port toward which I am bound ? 
At the end of a great good life it is found. 

Marian Katherine Brown. 



16 



THE PROGRESS SYSTEM 

FOR 
GRADES I— IV 

Introductory Talk. Talk with the 

children about the three kinds of boys and 
girls that are like three kinds of boats - — the 
boat that has to be tugged, the sailboat, and 
the steamboat. Ask them to tell ways in 
which they can prove that they are the 
steamboat kind, at home and at school. 
Ask why they would rather have the go- 
power inside themselves than to have to 
be made to do things by some one else. 
Teach the poem on page 16. 

Connect the word progress with the idea 
" better and better " : we have better and 
better tools, houses, methods of work, meth- 
ods of travel — we are making progress ; the 
children are doing better and better work in 
school, and are trying to be better and better 
in every way — they are making progress. 
Print the following acrostic on the board, 
impressing upon the children the fact that 
these qualities will all work together to help 
them to make progress, just as the parts of a 
car, an automobile, or a steamboat work to- 
gether to produce motion. 
17 



pATIENCE 
TJIGHT THINKING* 
/^VRDERLINESS 
pOOD BEHAVIOR 

T> EADINESS 

T7FF0RT 



CELF-CONTROL 

O ELF-DEPENDENCE 

Place a star beside a child's name when 
he habitually shows the quality indicated by 
the letter above. A list of the scholars who 
have a complete row of stars should be kept 
in the principal's room. 



Name 



John 



p 

* 








E 

* 


S 












— 










— 












"" 



Draw the lines with slate pencil. 



these qualities which will win the right thinking star. 



Tell how each Progress quality 

helps each one in the group at 

the right of it. 



PATIENCE 

Trying again and again ; not 
being in a hurry ; being willing 
to wait. 



RIGHT THINKING 

Thinking good, cheerful, kind 
thoughts. 

ORDERLINESS 

Being clean, neat, and having 
everything in its place. 

GOOD BEHAVIOR 

Having good manners, being 
unselfish and thoughtful. 

READINESS 

Being on time, paying atten- 
tion, and obeying at once. 

EFFORT 

Working 



SELF-CONTROL 

Guiding your thoughts, words 
and actions. 



SELF-DEPENDENCE 

Believing you can and doing 
the best you can by yourself 
before asking for help. 



Right thinking 

Orderliness 

Good behavior 

Effort 

Self-control 

Self-dependence 

Patience 
Good behavior 
Effort 
Self-control 
Self-dependence 

f Good behavior 
! Readiness 
1 Effort 
]_ Self-dependence 

f Orderliness 
J Readiness 
1 Effort 
t Self-dependence 

Effort 
Self-dependence 



J Readiness 

1 Self-dependence 

f Patience 
Right thinking 
Orderliness 
Good behavior 
Readiness 
Effort 
Self-dependence 

f Orderliness 
j Good behavior 
| Readiness 
t Effort 



Draw lines radiating from each quality to each 
one in the group at the right. This arrangement 
used in connection with the suggestions on p. 20 
helps to impress the idea of the inter-action of the 
qualities. 



19 



Name a Progress quality and let. the chil- 
dren give the definition. Give a definition 
and let the children name the quality. Let 
the pupils do this among themselves. In 
connection with orderliness discuss cleanli- 
ness, neatness, and orderliness of person, 
clothing, house, school, desk, and papers. 
In connection with good behavior discuss 
special instances of good manners, unselfish- 
ness, and thoughtfulness, and so on. 

Note the effect of each quality on each 
one in the group at the right. After discus- 
sion has made the children familiar with the 
idea, print the acrostic on the board and point 
quickly to Patience and then to Effort, at the 
same time calling upon a child to name the 
qualities to which you pointed and to tell 
how one helps the other. Proceed in the 
same way with the other qualities. Let 
some child take your place in pointing and 
calling for the answer. Vary the exercise 
by having a pupil in his seat say, for in- 
stance : " Paying attention helps you to do 
your work without help," whereupon the 
child at the board points to the two qualities 
indicated — Readiness and Self-dependence. 
Pin a newspaper over all but the initials 
of the acrostic and practice the same exer- 
cises. By this time the pupils will have a 
splendid idea of each of the Progress qualities 
working together to help them to do better 
and better work — to " make progress." 



Let some pupil tell what Progress quality 
shall be the chief one for the day. Print it 
on the blackboard in large letters. En- 
courage them to trace success and failure, 
happiness and unhappiness, to the presence 
or absence of one or more of the qualities in 
the acrostic. 

Familiarize yourself with the Progress 
Quotations,* especially those in italics. 
Impress the thoughts on the minds of the 
children at times when some incident oc- 
curs upon which they bear. 

The ship's wheel will help to impress the 
idea of controlled energy. Ask them to get 
the captain to show them the steering wheel 
next time they are on a boat. Draw roughly 
on the board eight ships' wheels. Ask the 
children if they see any part of the first one 
that forms the letter P, and let the first child 
who sees it outline it in red on the wheel. 
Ask who sees the letter R in the second 
wheel and continue until all the letters of 
PROGRESS are outlined in red. E is 
formed with the left half of the circumfer- 
ence and horizontal diameter. 

Special Lesson in Right Thinking. 

Show the spectrum colors with the prism. 
Let the children handle the prism themselves 
and find out that it is necessary to hold it in 
the sunlight before the spectrum will appear. 
Place a piece of dark cloth over the prism. 

* See p. 23 and note. 



The children will notice at once that this 
prevents the light from shining through. 
Ask them if they know anyone from whom 
something bright and cheery and beautiful 
seems to shine. Introduce the following : 

r ed Bravery 

Orange Kindi 

Yellow. . . Cheerful 

Green Patience 

Blue Truth 

Violet .... Helpful: 

Impress the idea that wrong thinking pre- 
vents the light from shining through our lives. 
Use the following as a basis for the reproofs 
which the children need : « The light can- 
not shine through such thoughts as you are 
thinking. Put them right out of your mind, 
just as we removed the cloth from the prism. 
Now think hard about (mention the quality 
needed at the time) and see if it doesn't want 
to shine right out through you, just as the sun- 
light wants to shine through the clear prism/' 
Emphasize the necessity of « thinking hard " 
about the qualitv desired, noting that as the 
prism must be held in the sunlight in order 
to produce the colors, so we must bring our- 
selves into relation with beautiful thoughts 
if we would have them shine out through 
our lives. 



A FEW SELECTIONS FROM 
" PROGRESS QUOTATION S " * 

PURPOSE 

Be not simply good— be good for something 

— Thoreau. 
People believe in the man with a program. 

— Mar den. 
A person with a strong will is one who per- 
sistently keeps a desired object in view. 
—Horatio Dresser. 
Power comes of looking forward with hope, 
expecting and demanding better things to 
come. — Prentice Mulford. 
When you aim at nothing you are sure to hit 
it. — Cope. 

RIGHT THINKING 

As a man thinketh in his his heart so is he. 
The mind is king— the body is its servant. 
What we are within determines what we are 

without. 
The more one has of the success thought, the 

happiness thought, the good-will thought, 

the more powerful will be the attraction for 

kindred things.— M, arden. 

ORIGINALITY 

It is a man's business to be strong, healthy, 
trained, developed,— to be the best kind of 
man, complete in all his faculties, that he 
may have the more to offer to his fellows. 

— Cope. 

Your life has a meaning. There is a reason 
why you are here. You are needed. Know 
yourself, then, that you may learn what you 
stand for in relation to other men.— Horatio 
Dresser. 

*" Progress Quotations " contains over two hundred quotations 
similar to the above. Twenty-five cents, postpaid. 

J. L. Hammett Co., 250 Devonshire St., Boston, Mass. 

23 



GOOD JUDGMENT 

Of all paths a man could strike into, there is 
at any given moment a best path. To find 
this path and walk in it, is the one thing 
needful for him.— Carlyle. 

Choose always the way that seems best, how- 
ever rough it may be.— Pythagoras. 

RESOLUTENESS 

Some of the most successful men known to 
the world have had the greatest number of 
failures.— William Barnes. 
The truest wisdom is a resolute determination. 

— Napoleon. 

The only failure a man ought to fear is failure 
in cleaving to the purpose he sees to be 
best.— George Eliot. 

Many men owe the grandeur of their lives to 
their tremendous difficulties.— Spurgeon. 

ENERGY 

The law of worthy life is fundamentally the 
law of strife— it is only through labor and 
painful effort, by grim energy and resolute 
courage that we move on to better things 

— Roosevelt. 

Laurel crowns cleave to deserts 
And power to him who power exerts. 

— Emerson. 

The man who energizes below his normal 
maximum fails by just so much to profit by 
his chance at life.— Prof. William James. 

The world belongs to the energetic.— Emerson. 



24 



SELF-CONTROL 

No one is free who is not master of himself. 

— Shakespeare. 

Instead of being made, make yourself, 

— Herbert Spencer. 

As the twig is bent, the tree's inclined. 

There is no quicker or more smarting rebuke 
than to receive an affront in silence or in 
perfect good feeling — Horatio Dresser. 

Anger, irritation, jealousy, depression, sour 
feelings, morose thoughts, and worry injure 
the whole body by developing poison and 
distorting cells. — Frank C. Haddock. 

SELF-CONFIDENCE 

Often our faith beforehand in an uncertified 
result is the only thing that makes the result 
come true. — Prof. William James, 

Trust thyself; every heart vibrates to that 
iron string.— Emerson. 

Success depends not so much upon external 
help as upon self-confidence.— Zw£<?/«. 

Self-respect is the corner stone of all virtues 
— John Herschel. 



25 



m 4 Ian 



LIBRARY OF CONGRESS 



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"02(j 775 655 6 



